Library And Information Science Training Research Articles

Information Science Students’ Background and Data Science Competencies: An Exploratory Study

Many Library and Information Science (LIS) training programs are gradually expanding their curricula to include computational data science courses such as supervised and unsupervised machine learning. These programs focus on developing both “classic” information science competencies as well as core data science competencies among their students. Since data science competencies are often associated with mathematical and computational thinking, departmental officials and prospective students often raise concerns regarding the appropriate background students should have in order to succeed in this newly introduced computational content of the LIS training programs. In order to address these concerns, we report on an exploratory study through which we examined the 2020 and 2021 student classes of Bar-Ilan University's LIS graduate training, focusing on the computational data science courses (i.e., supervised and unsupervised machine learning). Our study shows that contrary to many of the concerns raised, students from the humanities performed as well (and in some cases significantly better) on data science competencies compared to those from the social sciences and had better success in the training program as a whole. In addition, students’ undergraduate GPA acted as an adequate indicator for both their success in the training program and in the data science part thereof. In addition, we find no evidence to support concerns regarding age or sex. Finally, our study suggests that the computational data science part of students’ training is very much aligned with the rest of their training program.

International Accreditation and Recognition of the Master’s in Library and Information Science (MLIS) Degree Curriculum: A Case Study of Zimbabwe

This opinion paper discusses the impact of the Library and Information Science (LIS) course/program accreditation, and implications for graduating students when it excludes an international element. The case study describes the accreditation status of Zimbabwe’s LIS training and qualifications, while also gathering insight from international practices. Results reveal the need for a solid support system to the LIS profession from various constituents including LIS curriculum developers, library associations, and an environment that encourages library and information professionals to possess qualifications relevant to their respective markets and innovation. The paper concludes with a recommendation for international accreditation practices, principles and standards that produce well-equipped, versatile LIS professionals. In exploring the process and implications of international accreditation and recognition of library science qualifications in Zimbabwe, the paper holds promise for informing other situations beyond Zimbabwe.

MOOCs and OER: A Model for Library and Information Science Education

Eswatini has been sourcing Library and Information Science (LIS) education from foreign institutions due to a shortage of institutions offering LIS training. The relevance of sending officers for training in other countries has been a great concern for the organizations in Eswatini. The complexity of sending officers out of the country for training have caused problem for many organizations due to their absence from the office. As part of the study, a model was designed for implementation of LIS education in Eswatini in the context of Massive Open Online Courses (MOOCs) and Open Educational Resources (OER) platform.

Partnership among Librarians: Reflection on Observations, Interviews and Research Reports from Three Universities in Nigeria and Zimbabwe

Partnership is not a new phenomenon in the university environment. It embraces strategies used by people with common interest to harvest knowledge in terms of sharing or collaboration. However, the case differs with collaborations in Library and Information Science (LIS) research in Africa, especially LIS scholars in African universities in Nigeria and Zimbabwe. Paucity of empirical literature is available on research collaboration among LIS scholars in Nigerian and Zimbabwean universities. The purpose of the study was to examine partnership among librarians, with reflection on observation and interview research reports in three universities in Nigeria and Zimbabwe. The study adopted a qualitative approach using interview to gather data from librarians drawn from three Nigerian and Zimbabwean universities. The qualitative research approach grounded on content analysis of documents/literature, observation and interview method was use for the study. The observation focus on the authors’ exposition in the sampled universities environment, while the interview were key informants from each of the three countries universities sampled. The study consider the collaborative theory through grounded method. The findings of the study revealed lack of trust in the individual or groups collaborator; team members have the feeling that the project they are collaborating on is of little benefit, due to poor relationship. Team members see themselves as contender or challenger; which has affected leadership issue and involvement of long meetings and inability to address the truth. In terms of the influence of collaboration on professional growth of librarians, result demonstrated enhancement of teaching aspect of librarianship, learning and research quality; promote cooperation, coordination, which in turn increased level of intensity, tenacity and interaction among members. Linkage among LIS professional ranges from networking, cooperation, alliances, coordination and partnership, coalition and eventually collaboration. Challenges reported include catastrophic consequent on negative effect of work, culture and stylistic parameters including concept, attitude and professional hindrances. dominance impact of policies and procedures of collaboration, exploitation of the weak members, lack of clarity and rationale behind the collaboration, unwillingness to change by members in collaboration, lack of socialisation, largeness of the group, wrong membership and jettisoning of members ideas which eventually make some members take the decision of quitting the team. The study recommends inter-disciplinary, intra-institutional and inter-institutional collaboration among various stakeholders in LIS education and training.

Towards Building Strong LIS Education: a View of Russian Researchers

The article aims to analyze the white paper prepared by an IFLA BSLISE Working Group in August 2018 — “Building Strong Library and Information Science Education: A Call to Global and Local Action”. The white paper was based on an international online survey, conducted in the spring of 2017, which had examined LIS qualification and certification requirements; the definition and meaning of a library and information science (LIS) “professional”; and agencies tasked with determining professional entry requirements.The article consistently reviews sections of the white paper, describes most important issues related to the current state of LIS education worldwide, quality assurance and internationalization of LIS programs, the impact of professional development and continuing education on LIS professionals. The action plan developed by the IFLA Working Group identifies most critical areas that require increased attention of the international professional community. It includes actions for the IFLA Working Group to undertake in 2018—2021.Findings of the international online survey and the white paper are of interest to the Russian professional community, especially to higher education institutions of culture that offer LIS programs (in Russia — “Library and Information Science activity”) at undergraduate and graduate levels.Having studied the white paper, the authors come to the conclusion that Russian experience in LIS education and training is unknown to foreign specialists. In order to solve this problem, the article offers recommendations: to develop a database gathering information about Russian LIS schools for posting it on the Russian Library Association website, to collect information about Russian LIS programs for posting it on the international resource “LIS Education Map”, etc.

The Present Scenario of Enrolling in LIS Education System in India during 2010-2017

This paper makes an attempt to present a comprehensive review of enrolling within the library and information science (LIS) discipline in India during 2010–20017. The article provides latest information relating to enrolment in universities, institutions and colleges. The objective of this study is to identify the growth and development of LIS education and training in India. The analysis is predicted on the report of ‘All India Survey on Higher Education’. In this study the situation of the future in LIS is analyzed.

Impact of ICT Integration into the LIS Curricula in Zimbabwe

The study assesses Library and Information Science (LIS) education and training in Zimbabwe in the context of global and technological innovations. The study is informed by the post-positivist paradigm and used both qualitative and quantitative methods. The case study research design was used with different data collection tools such as survey questionnaires, in-depth interviews and document reviews. The population of the study included five deans or heads of departments and 47 LIS faculty staff, 108 final-year students from the five institutions offering LIS education and training in Zimbabwe, and 17 employers. Deans and LIS employers were purposively selected. All LIS faculty staff were included in the study. LIS final-year students were selected using the simple random sampling technique. Data were analysed using NVivo 10 and Statistical Package for Social Sciences (SPSS), version 20. The study found very low levels of Information and Communication Technology (ICT) integration into LIS curricula. This was attributed to status quo bias (a preference for the current state of affairs), a lack of appropriate enabling incentives such as policy and regulatory frameworks, inadequate human and physical ICT infrastructure, lack of a committed transformational technological leadership, and lack of a clear sense of educational purpose for ICT use. In addition, the study found that effective ICT integration is hindered by paradigm paralysis, paradigm effects and attendant organisational inertia in LIS education institutions in Zimbabwe. The study calls for a paradigm shift in LIS education from the teacher-centred instructivism to student-centred or heutagogical approaches.

Awareness of, and Attitudes Towards the Paradigm Shifts Among Library and Information Science (LIS) Faculty Staff in Zimbabwe

The study is informed by the Punctuated Equilibrium Theory and the Diffusion of Innovation Theory. The integrative theoretical approach allowed for methodological pluralism and enabled the researcher to discuss two distinct types of change, namely evolutionary change and revolutionary change. Both qualitative and quantitative methodologies were employed. The qualitative methodology was dominant, while the quantitative methodology was supplementary. The study integrated case study and survey research methods within a single research design. Respondents in the case study were surveyed using survey questionnaires and in-depth interviews. The population of the study comprises all LIS faculty staff, Deans/Heads of Departments (HODs) in higher education institutions (HEIs) offering LIS education in Zimbabwe. The study found that LIS faculty members have high awareness levels and optimism about paradigm shifts in the fields of library and information science. Despite this awareness, knowledge and optimism, LIS faculty staff are victims of paradigm effects and paradigm paralysis. This suggests that for any change initiatives to succeed, LIS faculty members need to break the chains of paradigm effects and paralysis. Until the chains are broken no meaningful evolutionary or revolutionary change can happen in LIS education and training in Zimbabwe. The findings provide fundamental information for decision makers at national and institutional levels. The information can be used for the purpose of analysis, advocacy and strategic planning for educational reforms.

Employability Skills Gap: Library and Information Science Education and Training in Zimbabwe

This paper, which is based on a PhD study, explores the question why Library and Information Science (LIS) education and training programmes are criticised for producing graduates without the requisite skills to perform right away in their first jobs. The reason why LIS graduates are purportedly reproached for being inadequately prepared for the jobs they apply for has remained an under-researched topic in LIS education and training, despite the fact that it is highly debated in scholarly discourse and literature. Qualitative and quantitative methodologies were used to inform the study design, data collection and analysis procedures. The qualitative perspective was dominant, complemented by the quantitative perspective. The findings suggest that the development of work-ready graduates is not part of the mandate of LIS education and training programmes. Because of this, the development of work-ready graduates is hampered and it is further constrained by the existing discrepancy between high-level policy positions in the country and operational behaviour, different perspectives among LIS employers and faculties on what higher education stands for, lack of mutual partnerships among key stakeholders, constant changes in the LIS field and resource inadequacies. This finding suggests that the development of LIS graduates’ employability skills will remain insubstantial if it is not supported by policy and regulatory frameworks, well-established partnerships among policymakers, higher education institutions and employers, and both human and physical resources. Keywords : Library and Information Science; education and training; employability skills; change; higher education.

Research methods: What's in the name?

Research methods are applied in all kinds of studies, though no consensus exists regarding what constitutes a research method and how research methods should be categorized. Over 1900 research articles were obtained from three major journals published between 2001 and 2010 in library and information science (LIS). Each selected article was coded using a schema of research methods developed in this study. The coded data, along with related publications, were analyzed qualitatively and quantitatively. This exploration shows that research methods comprise data collection techniques (e.g., interview, observation) and data analysis techniques (e.g., qualitative, quantitative). Research methods should perhaps be categorized by data collection technique, as it makes more sense than if research methods are labeled as qualitative or quantitative. This study is one of the many efforts to facilitate a better understanding of research methods in LIS and help scholars make more informed decisions about research method selection in their endeavors. Its implications can be extended to LIS research education, training, and advocacy. Because research methods themselves are not discipline-specific, researchers beyond the LIS field would benefit from this study as well.

Job prospects for Mzuzu university library and information science graduates

Purpose – The purpose of this paper is to report on the findings of a study that was conducted to find out the employment prospects of Mzuzu University (Mzuni) library and information science (LIS) graduates. Design/methodology/approach – The study made use of a survey designehil it was mainly quantitative in nature. A census of all LIS graduates from 2006 to 2013 was taken. The study also purposely sampled some major employers of LIS graduates. Self completion questionnaires were administered to both study groups by the researcher personally, and also through emails. Data were collected between September and October 2013, and SPSS was used to analyse the data. Findings from the two questionnaires were discussed in relation to prevailing literature in the field. Findings – The study established that there are few job opportunities for LIS graduates in the library sector. This came about because libraries have not taken deliberate steps to recruit LIS graduates while opportunities in the private sector were limited. Consequently, some LIS graduates were unemployed, while the majority had taken up alternative jobs. Nevertheless, LIS graduates had the requisite skills and attributes required for the job. Absence of a career structure for LIS professionals in the public sector, failure to recognise role of librarians and LIS qualifications and lack of training opportunities were some of the challenges which LIS graduates faced. Research limitations/implications – The study covers all LIS graduates who graduated from Mzuni between 2006 and 2013. However, lack of updated contact information means that the researcher had challenges to reach out to most of the graduates save for those working in the major libraries. Furthermore, a good number of the graduates did not respond to the questionnaire sent, particularly those who graduated from the generic programme. This led to a lower than anticipated response rate. This implies that some of the study findings may have some bias towards the LIS graduates in the mature group. Practical implications – The research findings have a big bearing on policy formulation and decision making in government, the public and private sector players, professional associations and LIS training institutions. Originality/value – No formal studies have been done to determine the employment prospects for Mzuni LIS graduates ever since the diploma and degree programmes were launched. This research is, therefore, the first of its kind, and could help shape the future of the programmes in terms of curriculum content and methods of delivery. Recommendations made could also help the Malawi Library Association, the Mzuni’s Department of Library and Information Science, and relevant government ministries and departments to come up with appropriate interventions to the challenges being faced.

Enhancing democracy and good governance

PurposeThis paper seeks to advance the case for designing an information and knowledge management curriculum (IKMC) to produce information and knowledge management professionals (IKMPs) in the Standing Conference of Eastern, Central and Southern Africa Library and Information Associations (SCECSAL) region. It highlights challenges and solutions and proposes a model IKMC.Design/methodology/approachThe paper is based on the analysis of literature on Library and Information Science (LIS) curriculum design, implementation and review; research findings by renowned LIS curriculum experts; discussions and sharing experiences with colleagues in LIS education institutions – Eastern African School of Library and Information Science and LIS departments at the Uganda Christian University and Kyambogo University in addition to the author's research and publications on curriculum design and management.FindingsThe paper posits that the SCECSAL region is already in the Information and Knowledge Society (IKS) and that appropriate information and knowledge (IK) are pre‐requisites to the promotion and sustainability of democracy and good governance (Gg). It emphasises that information and knowledge management (IKM) are the corner stones of the IKS, because they constitute the framework of theory and competencies vital in managing information and knowledge. Furthermore, effective IKM is the pillar of producing the IKMPs themselves, a product of appropriate and well managed IKMC. The paper proposes an IKMC Model capable of producing IKMPs in the SCECSAL region.Originality/valueThe proposed curriculum model should be the framework to be adopted by the LIS education and training institutions in the SCECSAL region to produce IKMPs with theory and competencies to manage the IKS towards enhancing democracy and Gg.

The Higher Education Qualifications Framework and the changing environment of LIS education and training in South Africa: some observations

Technological, economic and other changes continually reshape the library and information science landscape. In South Africa, the Library and Information Science (LIS) education and training sector is caught up in developments that include new directions in higher education such as the new Higher Education Qualifications Framework (HEQF). This paper provides some observations on the implications of the HEQF on LIS education and training, amid other changes that influence the discipline. While establishing common parameters and criteria for designing qualifications, the HEQF poses challenges to the LIS education needs and practices including names, levels and articulation of qualifications, as well as titles of posts and hierarchies in the workplace. The paper further expounds on the other challenges that need to be simultaneously tackled while reshaping the future. At this critical juncture, the education and training for the information professions in South Africa requires a mixture of ardent focus on understanding the market forces on the one hand, so as to attract students and produce employable graduates and on the other hand a dogged determination to uphold a noble profession in spite of encroaching competition.

ENGLISH

The technological revolution paved the challenges for the library and information science (LIS) schools not only in India but also in the west. Responsibilities of LIS departments and teachers are increasing to produce best LIS professionals to lead the 21st century librarianship. The major responsibility of the LIS departments in India is to groom LIS students in the philosophy, knowledge, and professional values of librarianship, as practiced in libraries and in other contexts, and as guided by the vision of the 21st century librarianship. LIS education and training facilities in India are undergoing rapid changes. During the past 10 years, the number of library schools/departments has grown substantially, both for regular and distance education programmes. Reorientation has been common in most LIS departments, and review and revision in curriculum has also been noticed. The quality of LIS educators has also improved and research output is experiencing new dimensions. Increase in the use and access to information and communication technologies (ICT) for LIS education is now more evident. This paper discusses the challenges LIS education faces in the 21st century and how to make LIS education more relevant and effective.http://dx.doi.org/10.14429/djlit.27.5.136

Libraries in the time of AIDS: African perspectives and recommendations for a revised model of LIS education

Library and information science (LIS) education in Sub-Saharan Africa has its historical roots in colonialism, modeling its curriculum after European LIS training, based upon the information needs of the European cultures. While this model has been useful in building and guiding LIS education in Sub-Saharan Africa, it has not adequately addressed the unique cultural needs of the African societies it represents, particularly in achieving the millennium development goals (MDGs) established by the United Nations. This paper presents a critical analysis of the LIS profession within a Sub-Saharan context. Beginning with an overview of libraries in Sub-Saharan Africa, it proceeds to examine LIS education and practice within a cultural context, critically analyzing existing structures that have their roots in colonialism. It raises questions regarding the adequacy of current LIS education and practice towards meeting development goals, using HIV/AIDS as an example. Drawing from previous research and projects in Africa, recommendations for the future of LIS education in Sub-Saharan Africa are presented. A case study from an existing partnership between academic programs in LIS in Uganda and the United States is used as an example of the benefits to both institutions.

Libraries in the time of AIDS: African perspectives and recommendations for a revised model of LIS education

Library and information science (LIS) education in Sub-Saharan Africa has its historical roots in colonialism, modeling its curriculum after European LIS training, based upon the information needs of the European cultures. While this model has been useful in building and guiding LIS education in Sub-Saharan Africa, it has not adequately addressed the unique cultural needs of the African societies it represents, particularly in achieving the millennium development goals (MDGs) established by the United Nations. This paper presents a critical analysis of the LIS profession within a Sub-Saharan context. Beginning with an overview of libraries in Sub-Saharan Africa, it proceeds to examine LIS education and practice within a cultural context, critically analyzing existing structures that have their roots in colonialism. It raises questions regarding the adequacy of current LIS education and practice towards meeting development goals, using HIV/AIDS as an example. Drawing from previous research and projects in Africa, recommendations for the future of LIS education in Sub-Saharan Africa are presented. A case study from an existing partnership between academic programs in LIS in Uganda and the United States is used as an example of the benefits to both institutions.

Training of library and information science (LIS) professionals in Kenya

PurposeFirst, to assess the status of the job market for library and information science (LIS) professionals in Kenya and the adequacy of current curricula and training resources in LIS training institutions in the country. Secondly, to identify priority areas of training and critical IT skills required by LIS professionals in relation to current job market and performance requirements.Design/methodology/approachUsing a survey research design data was collected from various categories of LIS stakeholders: students, lecturers, professionals and employers. In total 110 subjects were selected for this study using various sampling techniques and a response rate of 76.4 per cent was achieved. Questionnaires with closed and open‐ended questions were used to collect data. This was a descriptive study and therefore descriptive statistics were used.FindingsA job market for LIS professionals in Kenya is perceived to exist. However, there is a general observation that the current LIS training programmes in the country do not sufficiently address current job market requirements due to: inadequate teaching resources in LIS training institutions; lack of adequate ICT content in the courses; courses that are irrelevant to the job market and inadequate length of industrial attachment.Practical implicationsThe paper recommends review of the current LIS curricula in Kenya in order to enhance the suitability of graduates to the current labour market. This includes integration of modern ICT into training, recruitment of qualified teaching staff, ensuring adequate learning resources and facilities, and enhancement of industrial attachment.Originality/valueThe paper investigates some of the critical issues that planners of library and information science courses have to consider in the 21st century. These issues include: the emergence of the “information society”, the multidisciplinary heritage of LIS education, the choice between liberal vis‐à‐vis technical education, the emergence of the concept of digital library, and finally the need for thorough management and leadership competencies. These issues are part of the current discourse on LIS training in the sub‐Saharan Africa where communities are in transition to the “information economy”.

The impact of continuing education programmes on library and information science professionals

Changes in libraries and the expectations of their clientele are related aspects of LIS training. Those changes, like the use of IT, computers, communications, Internet, and multimedia, increase expectations of users about the quality of the library services. This article describes the need and impact of continuing education programmes (CEP) for library and information science (LIS) professionals in India, particularly for college librarians. For this, a survey was conducted to asess the impact of CEP courses organised by different agencies in the field of LIS. The results of the survey are presented in this paper.

Democratisation of South African LIS Education: Some Causes and Effects

In South Africa during the 1980s and 1990s socially conscious librarians took steps to transform librarianship. This inevitably led to the democratisation of library and information science (LIS) education. This process was inextricably linked to the social, political and economic events in the country as it prepared for its first democratic elections in 1994. From the traditional approach to library and information work prevalent in the apartheid era emerged an alternative approach. This new approach recognised strong links between libraries and the struggle for democracy and rejected the idea of librarianship as a neutral activity. Various leading librarians in South Africa began to criticise the prevailing model of education for librarianship and to redefine its educational goals and objectives. The need for more appropriate training as well as rapid technological changes necessitated curriculum revision. A newly emerging clientele and the appearance of resource centres and community libraries also called for alternative training for information workers. By 1994, in spite of plans, policy-making and recognition of the need for change in the education for librarians, problems of fragmentation, a lack of articulation of programmes and little differentiation and specialisation persisted in LIS education and training. Although there have been further policy initiatives and gains resulting in legislation in the 1990s, the democratisation process of LIS education in 2001 is far from complete.

Texts at Work: Some Thoughts on "Jus† for You" Service in the Context of Domain Expertise

The authors review a number of approaches to just for you service. They suggest that this concept offers opportunities for library and information science (LIS) programs to extend their reach by engaging domain experts who will develop services and architectures grounded in communities of practice. They propose a unifying framework for an extension of LIS education and training and suggest that this be labeled ethology of text—an extension of Nardi's concept of ecology of text. The proposed framework can improve understanding of domain experts at work, if core elements of existing LIS programs (user needs, relevance, indexing, classification) are revisited, unified, and interpreted in the context of local practice. The paper concludes with some observations on professionalism, which address problems of linking communities of practice to knowledge architectures designed by information professionals outside any specialist domain. Outline suggestions for a curriculum that can enhance the performance of texts at work in a given domain are also provided.